Developing the culture of creative education

In case of text books, the rigorous theoretical knowledge cannot ensure the creativity of a person. Relating to this, the main concerning issue is how to write a book

Dr. Mohammed Asaduzzaman Chowdhury

Creativity is a very important element in a person. Can it be considered as a human behaviour? Or it can be mentioned as an internal urge of a person to do something exceptional as compared to others. In general, creativity is the ability to generate new ideas. As the urge is the reflection of human behaviour so both are dependent on each other. In most of the cases, it is suggested that if you are interested in research, you should be creative. This is not true only for researches, but are also the facts in every area. As we are looking towards a developed Bangladesh, we should signify the process of creativity in our educational system. The knowledge from books or internet is not only the way of initiating creativity. In case of text books, the rigorous theoretical knowledge cannot ensure the creativity of a person. Relating to this, the main concerning issue is how to write a book.

What contents should be included in the books so that it can confirm the "Creativeness" within a person. It may be creativity of new thoughts; it may be creativity of making a paper boat, flower, aircraft or something like that. Or it may be creativity of how to behave with the others, how to adapt to a new environment, how to solve problems independently or in a group, how to interact with others or how can life style be maintained. Some recent researches explained that the text of books should be written like stories. Even if it is books of science, art and anything like that. In this context Bangladesh should consider the educational system that will be able to make the people creative and innovative.

But even now we cannot identify which education process or method will be more efficient for our people. In this perspective, it can be noted that many countries have developed, tested and recognised education systems but many of us say that those are not suitable for our country. We know that the world-famous physicist Isaac Newton discovered gravity. He was sitting under an apple tree in his house’s courtyard. At that time an apple from the tree fell on his head. By thinking of why Apple did not go up or down, it came straight down; he got the idea of a force called gravity. While reading this story of gravity in science books in childhood, surely many people feel curious about that tree. Interestingly, the apple tree is still standing in Newton's home in Lincolnshire. Newton's story of apple is written in an eighteenth-century manuscript with the author William Stuciel.

He is Newton's friend. In that manuscript, he wrote that Newton told me that he was deeply concerned about the falling of apple. At the time, due to Apple's fall on the head, he was thinking about the matter. Newton used to tell this story to his students. Laerning will be more effective of students are taught using practical examples, whether the stories are true or false, that holds little relevance. King Hiroro II of the time of Archimedes gave gold to craftsm en for making a crown for him. Although his crown was made at the right time, he suspected that the craftsmen added a shaft to it. He went to Archimedes to overcome doubts. He sent the crown to Archimedes and asked to solve the problem. Meanwhile, Archimedes delved into deep thoughts. He knew that gold density is more than silver. So a dense centimetre of gold weighs more than the equivalent silver. But the shape of the crown was not balanced. As a result, it was not possible to calculate the volume. There is a narrative story that Archimedes has found a way to determine the water flutter and crown buds when water is overflowing while bathing in a pond.

Then he shouted 'Eureka, Eureka' and started to cry out to the palace. He was so amazed at his discovery that he started running in a nude condition. But many historians deny this story. However, Archimedes played the head on the ground. He compared one pound of gold to a water tank and compared the amount of water that was filled with the amount of water it sank in the same amount of silver. It is seen that the water in the silver dubbing is overflowing. Then he distinguishes the crown and separates it from water. There is more water on the crown. It proved that there was a shaft in the crown.

But there is no logical reason behind this proposition and it is assumed that much of them are constructed based on the notions of self-realisation. This is because there is no continuous study of education in our country. Besides, long-standing committee on education, experts, academics, researchers, psychologists, socialists, and state-of-the-art people are badly in need to ensure proper education system. There is lack of education related research centre for the variability and enrichment of education. It can be analysed in such a way that the invention and excellence of any technology does not happen suddenly rather it needs time to flourish the benefits of education. The cultural affinity, trends of change of education and history of this country should be incorporated in the education for betterment of the country. Nowadays, educational psychology needs to be investigated to make the correlation between human mind and education. This means motivating a man towards education without creating any external pressure rather the thrust should come from the inside. Education itself can be a subject of research, mentioned as education research.

There are several models of education research for generating new ideas proposed by different researchers. The outcomes of these researches can be considered in our educational system for transforming the traditional knowledge bank in to a creative one. Lin has suggested a framework for creative pedagogy in which each of these three major elements is embedded, forming “a dialogic and improvisational process with creative inspiration, supportive teacher ethos, constructive inquiry-based strategies, and learners’ creative and voluntary engagement” Tamdogon, meanwhile, proposes that “creativity in education starts with curiosity”. Based on a viewing of information diffusion and production in lifelong-learning processes, he proposes a “5C” model for creative education, consisting of connectivity, content, community, communication, and commerce. Learning starts with marvel that triggers questions that are related to the subject (connectivity). In this process, learners, with the help of the teacher, struggle to immerse themselves in the relevant knowledge (content) and try to discern similarities between this content and what they once know (community). After that, volitional answers to the question are proposed, and at the same time, the learners wilt involved in interactions and exchanges with others in order to validate their opinions (communication). Finally, learners obtain knowledge by examining their perceptions, seeking useful information, and assimilating information linkages, creating personal value via the wits of an intellectual transformation (commerce). It is well-spoken that something is missing from both in Lin’s and Tamdogon’s (2006) models of creative education. From the cognitive perspective, at least three levels of learning (affect, behaviour, and cognition) should be covered in the model in order to optimize learning outcomes. Other model suggested, problem identification, problem solving, and reflective inquiry are three main lines of the searching of new knowledge and processing information. Of course, it still needs remoter study to ensure the reliability and validity of this working model. In short, the major purpose of this vendible is to indicate that the direction of creative education research has important implications for education scholarship and leadership that cannot be avoided.

The writer is an educationist

email:asadzmn2014@yahoo.com

Comments

Developing the culture of creative education

In case of text books, the rigorous theoretical knowledge cannot ensure the creativity of a person. Relating to this, the main concerning issue is how to write a book

Dr. Mohammed Asaduzzaman Chowdhury

Creativity is a very important element in a person. Can it be considered as a human behaviour? Or it can be mentioned as an internal urge of a person to do something exceptional as compared to others. In general, creativity is the ability to generate new ideas. As the urge is the reflection of human behaviour so both are dependent on each other. In most of the cases, it is suggested that if you are interested in research, you should be creative. This is not true only for researches, but are also the facts in every area. As we are looking towards a developed Bangladesh, we should signify the process of creativity in our educational system. The knowledge from books or internet is not only the way of initiating creativity. In case of text books, the rigorous theoretical knowledge cannot ensure the creativity of a person. Relating to this, the main concerning issue is how to write a book.
What contents should be included in the books so that it can confirm the Creativeness within a person. It may be creativity of new thoughts; it may be creativity of making a paper boat, flower, aircraft or something like that. Or it may be creativity of how to behave with the others, how to adapt to a new environment, how to solve problems independently or in a group, how to interact with others or how can life style be maintained. Some recent researches explained that the text of books should be written like stories. Even if it is books of science, art and anything like that. In this context Bangladesh should consider the educational system that will be able to make the people creative and innovative.
But even now we cannot identify which education process or method will be more efficient for our people. In this perspective, it can be noted that many countries have developed, tested and recognised education systems but many of us say that those are not suitable for our country. We know that the world-famous physicist Isaac Newton discovered gravity. He was sitting under an apple tree in his houses courtyard. At that time an apple from the tree fell on his head. By thinking of why Apple did not go up or down, it came straight down; he got the idea of a force called gravity. While reading this story of gravity in science books in childhood, surely many people feel curious about that tree. Interestingly, the apple tree is still standing in Newtons home in Lincolnshire. Newtons story of apple is written in an eighteenth-century manuscript with the author William Stuciel.
He is Newtons friend. In that manuscript, he wrote that Newton told me that he was deeply concerned about the falling of apple. At the time, due to Apples fall on the head, he was thinking about the matter. Newton used to tell this story to his students. Laerning will be more effective of students are taught using practical examples, whether the stories are true or false, that holds little relevance. King Hiroro II of the time of Archimedes gave gold to craftsm en for making a crown for him. Although his crown was made at the right time, he suspected that the craftsmen added a shaft to it. He went to Archimedes to overcome doubts. He sent the crown to Archimedes and asked to solve the problem. Meanwhile, Archimedes delved into deep thoughts. He knew that gold density is more than silver. So a dense centimetre of gold weighs more than the equivalent silver. But the shape of the crown was not balanced. As a result, it was not possible to calculate the volume. There is a narrative story that Archimedes has found a way to determine the water flutter and crown buds when water is overflowing while bathing in a pond.
Then he shouted Eureka, Eureka and started to cry out to the palace. He was so amazed at his discovery that he started running in a nude condition. But many historians deny this story. However, Archimedes played the head on the ground. He compared one pound of gold to a water tank and compared the amount of water that was filled with the amount of water it sank in the same amount of silver. It is seen that the water in the silver dubbing is overflowing. Then he distinguishes the crown and separates it from water. There is more water on the crown. It proved that there was a shaft in the crown.
But there is no logical reason behind this proposition and it is assumed that much of them are constructed based on the notions of self-realisation. This is because there is no continuous study of education in our country. Besides, long-standing committee on education, experts, academics, researchers, psychologists, socialists, and state-of-the-art people are badly in need to ensure proper education system. There is lack of education related research centre for the variability and enrichment of education. It can be analysed in such a way that the invention and excellence of any technology does not happen suddenly rather it needs time to flourish the benefits of education. The cultural affinity, trends of change of education and history of this country should be incorporated in the education for betterment of the country. Nowadays, educational psychology needs to be investigated to make the correlation between human mind and education. This means motivating a man towards education without creating any external pressure rather the thrust should come from the inside. Education itself can be a subject of research, mentioned as education research.
There are several models of education research for generating new ideas proposed by different researchers. The outcomes of these researches can be considered in our educational system for transforming the traditional knowledge bank in to a creative one. Lin has suggested a framework for creative pedagogy in which each of these three major elements is embedded, forming a dialogic and improvisational process with creative inspiration, supportive teacher ethos, constructive inquiry-based strategies, and learners creative and voluntary engagement Tamdogon, meanwhile, proposes that creativity in education starts with curiosity. Based on a viewing of information diffusion and production in lifelong-learning processes, he proposes a 5C model for creative education, consisting of connectivity, content, community, communication, and commerce. Learning starts with marvel that triggers questions that are related to the subject (connectivity). In this process, learners, with the help of the teacher, struggle to immerse themselves in the relevant knowledge (content) and try to discern similarities between this content and what they once know (community). After that, volitional answers to the question are proposed, and at the same time, the learners wilt involved in interactions and exchanges with others in order to validate their opinions (communication). Finally, learners obtain knowledge by examining their perceptions, seeking useful information, and assimilating information linkages, creating personal value via the wits of an intellectual transformation (commerce). It is well-spoken that something is missing from both in Lins and Tamdogons (2006) models of creative education. From the cognitive perspective, at least three levels of learning (affect, behaviour, and cognition) should be covered in the model in order to optimize learning outcomes. Other model suggested, problem identification, problem solving, and reflective inquiry are three main lines of the searching of new knowledge and processing information. Of course, it still needs remoter study to ensure the reliability and validity of this working model. In short, the major purpose of this vendible is to indicate that the direction of creative education research has important implications for education scholarship and leadership that cannot be avoided.
The writer is an educationist
email:asadzmn2014@yahoo.com

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